Co-Teachers: Emily Timm & Alex Sears_ Instructional Strategy: Teams___
TPA Approved Lesson Plan Template
Desired Results
Co-Teaching: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.
Team Teaching
Learning Objective: Key Understanding(s) you intend students to obtain:
Students will understand the social, political, and economic make-up of the southern colonies and its effects on the rest of the colonies.
Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.
Students will understand each side of pro-slavery and anti-slavery.
Assessment Evidence
What do you want your students to know?
Students will empathize with pro- and anti-slavery colonists. This is a "will be able to do."
Students will know how slavery impacted the colonies. Specifically, what would you like them to know. Whenever you talk about "implications," you're approaching stages of 'understanding.' Because I need to know historical facts in order to perceive/interpret or explain impact. Tell me (and your students) what specifically needs to be KNOWN in order to UNDERSTAND the impact(s) of slavery.
Learning Objective: Key Understanding(s) you intend students to obtain:
^^^
Group Accountability (Formative Evaluation) How will you check to see whether your class has met your learning objectives?
Students will be evaluated on their participation in the argument and the sources they brought to class to contribute to their side’s argument.
What do you want students to be able to do?
To argue their point using information obtained in class and provide valid sources for backup. This is unclear. To argue their "point" in relationship to what? What point are we arguing?
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Race-based slavery Are you sure this is it?
How will you teach this key vocabulary to enable students to meet the learning objective?
Through a politically divided argument
I cannot expect students to USE the new vocabulary in a politically divided argument if I have not yet taught it to them. I can NEVER expect the process to teach students words/concepts they do not yet know.
What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
How did colonists from different regions react to slavery? This is a "know."
How did slavery play a part in the southern colonies? Ok.
How will you differentiate for all the learners.
Materials/Resources Required:
iPads
SCHEDULE OF ACTIVITIES
Method/Strategy (What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
3 things you learned about the southern colonies - How did you do this? Did the students write this down? Did they share this within their group?
3 minutes
Review Plantations and Slavery from last class/Valid sources - Was this on the computers?
7 minutes
Politically Divided Argument Did you notice, Emily, that as you were telling the two groups about their divided sides for the 'game,' that most were looking at their iPods, computers or what-have-you? It is OK for you to say, "Alright everyone, put your electronic device down or away for a few moments because what I'm going to talk about and information I'm going to hare is absolutely essential for your success in this activity." THEN, WAIT until they put them down and are looking at you! Only when you have everyone's eyes and undivided attention.
Time: 30 min.
Co-Teachers: Emily Timm & Alex Sears_
Instructional Strategy: Teams___
TPA Approved Lesson Plan Template
Team Teaching
Students will understand the social, political, and economic make-up of the southern colonies and its effects on the rest of the colonies.
Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.
Students will understand each side of pro-slavery and anti-slavery.
Students will empathize with pro- and anti-slavery colonists. This is a "will be able to do."
Students will know how slavery impacted the colonies. Specifically, what would you like them to know. Whenever you talk about "implications," you're approaching stages of 'understanding.' Because I need to know historical facts in order to perceive/interpret or explain impact. Tell me (and your students) what specifically needs to be KNOWN in order to UNDERSTAND the impact(s) of slavery.
^^^
How will you check to see whether your class has met your learning objectives?
Students will be evaluated on their participation in the argument and the sources they brought to class to contribute to their side’s argument.
To argue their point using information obtained in class and provide valid sources for backup. This is unclear. To argue their "point" in relationship to what? What point are we arguing?
Race-based slavery Are you sure this is it?
Through a politically divided argument
I cannot expect students to USE the new vocabulary in a politically divided argument if I have not yet taught it to them. I can NEVER expect the process to teach students words/concepts they do not yet know.
How did colonists from different regions react to slavery? This is a "know."
How did slavery play a part in the southern colonies? Ok.
iPads
(What will you do? What do you expect students to do? Include set induction and closing.)